NEWFANE — Health Care and Rehabilitation Services announces the promotion of Drew Gradinger to director of Kindle Farm School.
The school was in its fledgling years in 1998 when Gradinger began working there. Since then he's held a variety of positions: classroom assistant, middle school teacher, technology specialist, and assistant director.
He's also seen Kindle Farm grow from 10 boys served in the annex of a local public library, with one van.
Gradinger says in a press announcement that his passion is in supporting boys and young men as they explore their identities and become engaged in their education.
“As our students navigate through the classroom, the farm, and the various activities we provide, they encounter layers of educational and therapeutic opportunities,” he says.
Kindle Farm School, a program of Health Care and Rehabilitation Services, is an independent school providing an alternative, hands-on, supportive learning environment for boys in grades 2-12 who have not found success in the traditional classroom setting.
Kindle Farm is not a one-size-fits-all program, Gradinger explains. Rather, school fits its offerings to the needs of the student.
Gradinger credits Kindle Farm's staff for its students' success, as they have extensive experience in dealing with complex educational and behavioral challenges. He notes thatstaff have succeeded in urban and rural environments and bring decades of teaching experience to each student at the school.
“I am on a team that creates an environment where profound relationships are the foundation for a trusting and effective school, as well as an incredible agent of change,” he says.
Gradinger promises to bring his enthusiasm for experiential education, his desire to prepare students for their future, and his love of nature to his leadership position.
Specifically, he says, the school has plans to enhance students' abilities to work on the school farm and build valuable vocational skills while increasing their connections to the natural world.
“We are working to strengthen our core therapeutic programming and continue to develop increasingly effective teaching strategies,” he explains.